Implementing quality assurance in tertiary-level colleges in Bangladesh: readiness and leadership support

Bangladesh’s college sector is in crisis. Poor governance and leadership, staff and student quality, inadequate resources and a weak accountability and monitoring system are among the many challenges. In 2017, the Government of Bangladesh established large-scale Continuing Professional Development (...

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Published inQuality in higher education Vol. 30; no. 3; pp. 468 - 485
Main Authors Fernandez-Chung, Rozilini Mary, Jalonen, Riina, Yee, Renee Chew Shiun
Format Journal Article
LanguageEnglish
Published Abingdon Taylor & Francis Ltd 01.12.2024
Subjects
Education policy
Educational leadership
Educational tests & measurements
Gender differences
Professional development
Quality of education
Self-efficacy
Teacher education
Bangladesh
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Summary:Bangladesh’s college sector is in crisis. Poor governance and leadership, staff and student quality, inadequate resources and a weak accountability and monitoring system are among the many challenges. In 2017, the Government of Bangladesh established large-scale Continuing Professional Development (CPD) training for leaders, teachers and policymakers from the National University affiliated colleges to build capacity and improve the overall quality of teaching and learning. This mixed-method study uses Holt’s Readiness Instrument and Focus Group Discussions to identify participant readiness and leadership support in implementing quality assurance activities in these colleges. The study shows that CPD participants are generally more ready to implement quality assurance activities than non-participants. However, the study indicates a lack of leadership support for implementing quality assurance activities in the colleges. The article concludes that, irrespective of participant readiness, committed senior leaders are critical for success and improving institutional readiness to implement quality assurance activities.
ISSN:1353-8322
1470-1081
DOI:10.1080/13538322.2024.2327104